| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 70.52 |
| Liaison | Ruairi O'Mahony |
| Submission Date | Aug. 10, 2016 |
| Executive Letter | Download |
University of Massachusetts Lowell
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 4.00 |
James
Kohl Dean of Student Affairs & Enrichment Student Affairs |
Does the institution conduct an assessment of the sustainability literacy of its students (i.e. an assessment focused on student knowledge of sustainability topics and challenges)?:
Which of the following best describes the literacy assessment? The assessment is administered to::
Which of the following best describes the structure of the assessment? The assessment is administered as a::
A copy of the questions included in the sustainability literacy assessment(s):
A sample of the questions included in the sustainability literacy assessment or the website URL where the assessment tool may be found:
A sample of the questions included in the survey are:
- According to UMass Lowell’s Climate Change Initiative and other leading researchers across the globe the effects of climate change include:
- When you are looking to buy food or goods, of the following options, how could you act sustainably and support the Greater Lowell economy?
- How much of the Earth's water is viable for human consumption?
- Sustainability is in part defined by responsible use of these resources:
- Which of the following is an example of environmental justice?
- How likely is it that the global community will make progress in addressing environmental challenges over the next 20 years?
A brief description of how the literacy assessment was developed and/or when it was adopted:
The sustainability literacy assessment was developed through a partnership between the Office of Sustainability and the Climate Action Plan Student Life Committee as a way to assess students views and awareness around sustainability and develop a set of action items to inform the university sustainability program. It is important to note the literacy assessment was developed in conjunction with our cultural assessment for 2016.
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
The assessment was administered through an online tool and sent to the entire campus community through email. Students were specifically targeted and reached multiple times. A prize-drawing incentive was offered to student participants.
A brief summary of results from the literacy assessment(s), including a description of any measurable changes over time:
We have yet to assess the campus community again in regards to sustainability literacy in this format. We are looking to more aggressively understand students sustainability knowledge and are currently evaluating the Sustainability Literacy Test (SULITEST) of the Higher Education Sustainability Initiative (HESI).
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.